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Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale--Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF's ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF's ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF's ECDI2030.

In this article, I weave practice and theory into a framework for distinguishing between school-community "engagement" and school-community "collaboration," by considering if and how each approach integrates school- and community-based knowledge. I argue that, while school-community engagement efforts build students' knowledge "of" or "for" their communities, school-community collaboration happens when students co-construct knowledge "with" their communities. Drawing from my own experience as an educator and the academic literature describing school-community partnerships, I offer a brief sketch of each of these three approaches to knowledge-building, in order to spark conversation around the question: How might schools and teachers create more opportunities that transcend school-community engagement and represent true collaboration?

Purpose: This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented. Design/methodology/approach: The two well-known theories -- organizational learning theory and organizational commitment theory -- have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper. Findings: The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees. Research limitations/implications: The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results. Practical implications: This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value: This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors' knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea. [For "A Moderated-Mediation Model of Individual Learning and Commitment: Evidence from Healthcare Industry in India (Part II)," see EJ1347251.]

The National Education Policy promotes moving from the conventional content-heavy and memorization learning practice towards holistic learning/integrated learning. It imparts a creative and multidisciplinary curriculum that focuses equally on curriculum and assessment. All educational establishments assess students using written examinations, quizzes, seminars, term paper writing, and course projects. A semester typically includes 4-5 courses, and students must earn credits for these courses by scoring a good Cumulative Grade Point Average (CGPA). As course projects offer depth knowledge/holistic learning/lifelong learning of a course for the student, many courses include course projects as one of the activities in the course. If all the courses are intended to include course projects as a mandatory pedagogy, it will be difficult for students to acquire in-depth knowledge and required skills while also dealing with stress. So we are proposing an integrated learning framework by applying the theory and practices of two core courses- Software Engineering and Web Technologies to develop a web application. This integrated learning focuses on developing software development and software testing skills in computer science for undergraduate students pursuing a bachelor of engineering degree. This framework alleviated the pressure on students during placement and created job opportunities in software development. The framework consists of three important phases- The first phase includes the identification of the problem as a need for customers, writing requirements and analyzing the same. Students apply modular design principles and break down the codebase into distinct modules. This technique enhances code organization, reusability, and maintainability. The second phase focused on developing the front end by harnessing the power of Angular, a leading web framework, to craft a sleek and interactive user interface. The backend is built using Node.js, which serves as the foundation, enabling the software system to cater to highperformance server environments. These modules communicated seamlessly through well-defined APIs, facilitating the integration of various components within the application, ultimately delivering a seamless and responsive user experience. An industry expert conducted a workshop on Angular This paper was submitted for review on Sept 10, 2023. It was accepted on Nov, 15, 2023. Corresponding author: Padmashree Desai, Department, K.L.E. Technological University, Karnataka India. Address: Hubblii-580031 (e-mail: padmashri@kletech.ac.in). Copyright © YYYY JEET. and React to get hands-on experience. The third phase focused on software testing using appropriate testing tools such as Selenium, Jmeter, TestComplete and Appium to test the web application. A software testing workshop was conducted for students by industry experts to expose the students to designing test cases, test plans, and testing strategies. The hands-on experience on testing tools was provided during the workshop. Faculty reviews are conducted on each phase, and rubrics-based assessment is done on each phase. Approximately sixty teams created web-based applications for real-world scenarios. Positive aspects of the framework in feedback indicated that more than 87% of the students agreed that they could apply Software engineering principles and practices such as requirements management. modular design and testing in web applications. Also, more than 85% of students acquire skills from code-to-web design mastery by developing web applications in Angular Node.js and backend implementation. This framework helped to improve teamwork, presentation and communication skills. Confidence in software development improved to a greater extent. The design and implementation of the framework met the stated outcome of the courses. The student's academic performance improved by 10% compared to the previous year when students were not involved in the integrated project development. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to study the antecedents and consequences of learning organizations (LOs) in Indian higher educational institutes. Design/methodology/approach: The methodology used is survey-based. Primary data were collected from 300 faculty members of Indian higher educational institutes. Findings: It was found that all the variables, i.e. resonant leadership (RL), knowledge management, intrapreneurship and total quality managt1ent, have a significant moderate impact on LO. It has also been found that LO results in strong employer branding. Research limitations/implications: Discussions are performed and conclusions are drawn in the context of existing literature. The study bears implications for researchers to take on similar research in other contexts. Practical implications: The study bears significant implications for faculty members working in higher educational institutes. It is suggested that RL should be used to contribute toward LOs in institutions. Moreover, this would make the institute emerge as a strong employer brand. Originality/value: This paper identifies significant antecedents and consequences of LOs. It is a pioneering effort to use all these variables together as predictors of LO in Indian context.

Entry of children to primary schools in India marks a sudden shift in the pedagogical approach as play-based pedagogy gives way to formal instruction. This paper argues that children's play motives do not subside when they enter school, rather play takes a more mature form and represents a strong linkage between their thought and reality. The recently introduced National Education Policy 2020 in India mandates a large-scale achievement survey at the age of 8, the fear is that this will lead to formalisation and academisation of early schooling. The paper presents a case study of a school in rural India that follows a play-based pedagogy in the primary years. The study uses dialectical-interactive approach for data collection and analysis. The analysis shows that play creates a pedagogic opportunity for the teacher and children to engage with each other's motives thus creating a shared 'object of activity' that ensures children's motivated engagement in their learning. [ABSTRACT FROM AUTHOR]

The article narrates a personal journey of learning and unlearning the images in school textbooks, its uses potentials and challenges as experienced by the author. It reflects upon the experiences of the process of selection of these images within the context of political science as a discipline. These experiences have been formed over a decade while working for Eklavya in Madhya Pradesh and Rajasthan, and also at the NCERT in New Delhi. It locates changes in understanding the perspectives on political cartoons and posters as could be used in a school textbook. It also argues that there is a need to rethink ways in which cartoons are used in textbooks. Furthermore, it tells us something about the way political science as a discipline is taught in schools across India.

Purpose: The paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India. Design/methodology/approach: The research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset. Findings: Although the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection. Research limitations/implications: The paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research. Practical implications: The paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense. Social implications: The purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious. Originality/value: Given the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI. [ABSTRACT FROM AUTHOR]

Purpose: This paper has three purposes--first, to establish the direction of relationship between market orientation (MO) and organizational learning (OL); second, to assess the effect of MO and OL on organizational innovativeness (OI); and third, to examine the mediating role of OL on the relationship between MO and innovativeness. Design/methodology/approach: This research was carried out with a sample size of 321 respondents from Indian private and government/public sector industries, applying structural equation modeling (maximum likelihood estimation technique) using AMOS 16. To check the mediation, the study adopts the method suggested by Baron and Kenny (1986). Findings: The study finds that MO acts as an antecedent to OL, and the direct effect of both the variables on innovativeness is positive. The study also exhibits that though OL plays a role of mediator between MO and innovativeness, yet the mediation is partial. However, the study also demonstrates the dominance of OL over MO to improve OI. Research limitations/implications" The study is survey-based, where self-reporting bias can occur. The study considers the cross-sectional data only, whereas OL is a dynamic process which constrains the ability to make causal relations. Therefore, to firmly show relationships, the use of longitudinal study is necessary. Moreover, the study mainly includes Indian organizations. The diverse sample from different multi-national companies could lead to a better understanding of the model. Practical implications" The study suggests that organizations need an inclination toward market information to improve their innovativeness in changing the business environment. The innovativeness of the organization can be improved further with the introduction of proper organizational learning processes which includes both adaptive and generative learning. The partial mediation of OL suggests that firms have several other ways to improve innovativeness; however, learning offers opportunity to process the external information adequately that can be combined with other resources to enhance innovativeness. Originality/value: The study contributes to the literature in three ways. First, it addresses a gap in literature by responding to issues regarding the direction of relationship between MO and OL. It also provides empirical evidence that MO precedes OL. Second, it bridges the gap between MO and innovativeness literature by providing empirical evidence. Third, it also demonstrates the possible mediating role of OL between MO and innovativeness.

Purpose: This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action. Design/methodology/approach: Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the 'QDA' stands for Qualitative Data Analysis. Findings: The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks. Originality/value: This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work–life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate students' adoption intention (ADI) and actual usage (ATU) of artificial intelligence (AI)-based teacher bots (T-bots) for learning using technology adoption model (TAM) and context-specific variables. Design/methodology/approach: A mixed-method design is used wherein the quantitative and qualitative approaches were used to explore the adoption of T-bots for learning. Overall, 45 principals/directors/deans/professors were interviewed and NVivo 8.0 was used for interview data analysis. Overall, 1,380 students of higher education institutes were surveyed, and the collected data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. Findings: The T-bot's ADI's antecedents found were perceived ease of use, perceived usefulness, personalization, interactivity, perceived trust, anthropomorphism and perceived intelligence. The ADI influences the ATU of T-bots, and its relationship is negatively moderated by stickiness to learn from human teachers in the classroom. It comprehends the insights of senior authorities of the higher education institutions in India toward the adoption of T-bots. Practical implications: The research provides distinctive insights for principals, directors and professors in higher education institutes to understand the factors affecting the students' behavioral intention and use of T-bots. The developers and designers of T-bots need to ensure that T-bots are more interactive, provide personalized information to students and ensure the anthropomorphic characteristics of T-bots. The education policymakers can also comprehend the factors of T-bot adoption for developing the policies related to T-bots and their implications in education. Originality/value: T-bot is a new disruptive technology in the education sector, and this is the first step in exploring the adoption factors. The TAM model is extended with context-specific factors related to T-bot technology to offer a comprehensive explanatory power to the proposed model. The research outcome provides the unique antecedents of the adoption of T-bots. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore ways in which learning and development (L&D) professionals use reflective practice to promote the function of L&D and their own professional growth. The claim that L&D practitioners need to develop their reflective ability to make sense of their own practice is well-argued in the literature, but few studies focus on an in-depth individual self-reflection and its impact on professional growth. Design/methodology/approach: An autoethnography and reflective practice design was deployed. The data was collected by sending a semi-structured, pre-set question as a 'reflective conversation' to an L&D manager and a 10-hour tape recording of personal reflection over three months.[AQ1] Data was sanitised, transcribed and edited, and a narrative data analysis method was used to analyse the data developed into reflective narratives. Findings: The authors find that reflective practice emerges through gradual reflective patterns that define the circumstances surrounding the reflection, the content, exploration and interpretation and confirming the fulfilling of the reflection. Originality/value: This paper offers the journey of an L&D manager working in the hotel industry in India. Through a set of reflective practices, including introspection and reflexivity, the manager considers the changes she has experienced. The paper contributes to the literature on reflective practice based on promoting the L&D function as an essential part of the horizontal integration of human resource management in organisations. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

There is a disconnect between what most curricular documents suggest about connecting classroom pedagogy with learners' language and everyday context, and what the language of mathematics textbooks and the language of mathematics classroom practices present. Attempting to bridge this gap is often a design challenge for classroom teaching practices that face multiple languages during mathematics learning processes. In this paper I discuss results from a teaching design experiment for fostering meaning, using language support, in a middle grades mathematics classroom. I analyse the complexities and challenges that arise, as a way forward for purposefully relating with teaching practice. Following the design principles of connecting students' language varieties and engaging them in rich discourse practices during lessons, in this paper I show that enabling shifts in classroom norms by moving from oral to written mathematics, and moving from private to public and shared expressions, fostered meaning making and empowered students' mathematical communication. Data are drawn from an empirical study conducted in a low-income community engaged in micro-enterprises dispersed among households in India. Children in the community have access to the work-contexts and hence to the mathematical knowledge and language repertoires embedded in them. [ABSTRACT FROM AUTHOR]

Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian states of Rajasthan and Bihar. It explores two questions: what formal platforms exist to enhance connections between socially disadvantaged families and the schools serving them; and (how) do they influence engagement with student learning? It finds that various platforms have proliferated across public, low-cost private and non-government schools. But, while they promote enrolment attendance and monitoring, a substantive focus on student learning is empirically demonstrated to be missing everywhere. The paper argues that an apparently surprising similarity of (dis)connection is located in system features that are common across school types, locations and social structures. It proposes that this is a 'field' in which connection, facilitated by various platforms, is performed according to bureaucratised norms of accountability that even pervade family and community responses. Seeing this as a socially constituted 'field' that constrains meaningful discussion of learning across schooling provision for disadvantaged families contributes new insight for accountability-focused reforms in education. [ABSTRACT FROM AUTHOR]

To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP). Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is a thriving technology, which is transforming all aspects of our society especially in the education sector. AI in the educational domain helps in improving the learning process by making use of AI tools. In India, different tools have been developed for different purposes. Some AI tools have also been developed for disabled students so that people with disabilities may also gain benefit of locationindependent learning. Thus, these tools help to improve the learning of students effectively. In this paper, the authors discussed and analyzed some AI tools developed for the improvement of education by breaking the language barrier among students. The results of the study showed that AI tools help in making high-quality educational content accessible to a wider range of the population. This has led to a more talented workforce, to an improved employability and has contributed to the comprehensive development of the country. The COVID-19 pandemic led to a surge in online education, and AI language translation tools played a crucial role in facilitating multilingual online learning. For instance, during the pandemic, the National Program on Technology Enhanced Learning (NPTEL) in India adopted AI translation tools to translate video lectures into regional languages. [ABSTRACT FROM AUTHOR]

Transformation in higher education is one of the main objectives to meet the global challenges and deliver higher sustainable and knowledge-based development levels. It is pivotal to inspire the quality of teaching and innovative pedagogy. Advancement in technology has led to growth of many effectual methods for state-of-the-art pedagogies in the field of education. Engineering education is built on a innovative standard in which engineering is to be practiced with technical expertise as well as social responsibility. The teaching community has assimilated a lot of teaching strategies for changing teacher-centric education to student-centric education. This paper targets to present the facets of the teaching–learning process, teaching pedagogies, and curricular approaches of engineering pedagogy and study the teaching strategies followed by engineering teaching fraternity. In order to study the different teaching strategies followed by engineering teachingfraternity, an online survey on teaching strategies was conducted for the engineering teaching fraternity all over India. This online survey shows that there is a shift in the teaching process from teacher-centric education to student-centric education. Nearly 85–90% of the teaching fraternity follow student-centric teaching approach by using many strategies and tools, which consecutively results in Outcome-Based Education. [ABSTRACT FROM AUTHOR]

The deadly outbreak of corona virus (COVID-19) presents a host of challenges for different sectors of society. Corona has not spared any sections societies, nations, rich or poor. To which, Nations responded in an ambivalent ways. They leisurely understood the transformational challenges it has thrown to the Governments and society, and towhat extent we are equipped to counter them. This paper would focus on implication on Teaching and Learning, especially the challenges the higher education institutions (HEI) faced during the pandemic period. The congregate settings of Indian universities are considered vulnerable to infection. At this juncture the government are left with no option than to declare lockdown entire nation and so-forth the HEI. With implausible virus (no treatment available), maintaining social distance in a populous country is out of thought. To overcome virus challenges, Indian universities with the Guidelines from Government of India (GoI) intensifiedonline teaching using available online platforms. Learning though massive open online courses (MOOCS), web based live streaming sessions and apps, alongside assignments and examinations. This paper enquires the quality and quantity of paradigm shift in HEI. [ABSTRACT FROM AUTHOR]

Whether class-size reductions improve student learning outcomes is an important policy question for India. This paper investigates the issue using a credible identification strategy to address the endogeneity of class size. Pupil fixed effects combined with value-added estimation show no significant relationship between class size and student achievement, which suggests that under current teaching practices, there is no learning gain from reducing class size. If these findings, based on a small sample in one city, hold true for the entire country, they have important policy implications. When generalized, our findings suggest that India experienced a value-subtraction from spending on reducing class sizes, and that the US$3.6 billion it spends annually on the salaries of the 0.4 million new teachers appointed between 2010 and 2017 is wasteful spending rather than an investment in improving learning. These findings imply that India could save US$19.4 billion per annum by increasing PTR to 40, without any reduction in pupil learning. [ABSTRACT FROM AUTHOR]

Innovations in technology have a prominent role in our day to day life. In recent era, the technological inventions have great influenced the educational sector. It makes the teaching, learning process easier and powerful. The influence of technology in higher education is more widespread. Research is an inevitable part of higher education. Technological advancement is also reflected in educational research. Innovations are necessary to ride the inevitable tide of change and Cloud Computing is the recent and hot area of innovative technological development in the field of educational research. Cloud Computing is becoming a popular technology in the field of educational research with its flexibility and versatility in the use of resources. The potential of Cloud Computing in educational research is immense. But compared to commercial and banking sectors, the use of the technology is lags behind in educational sector. Though, the significance of Cloud Computing in different areas has been emphasized in a lot of studies, not many studies could be found focusing on the use of Cloud Computing in educational research in India. This study is a humble initiative to make a small contribution to fill this gap. This paper makes an effort to analyze the scope, concerns and future implications of Cloud Computing in educational research in India. The method adopted is a grouping of library and internet research. [ABSTRACT FROM AUTHOR]

It Is Not Exaggerating To Say Covid Is Redefining The World Scenario. Covid Which Slowly Started In One Part Of The World Soon Captured The Whole World. No Country Has Escaped Its Webs. An In-Depth View And Analysis About The Impact Of Covid Shows That Covid Is No More A Mere Medical And Health Issue, Rather It Has Become A Social Problem. The Social Situation That Was Forced Due To Covid Has Indeed Swept The Social Life Of People In India, Leaving The Whole County Facing A Huge Turmoil, Getting Even Worse With The Second Wave. The Second Wave Of Covid Is More Threatening, And Has Become Uncontrollable, Where The Nation Is Struggling To Keep Its People Alive, Pushing The Country To A Frightening Situation That Was Witnessed Never Before. The Restrictions Laid By The Government Of India To Prevent The Spread, Which There Was No Other Option, Does Left The Majority Of The People To Lose Their Livelihood. When The Entire Society Is Concentrating In Live Saving And Livelihood Saving Acts, One Of The Silent Victim Of The New Situation, Which Is Been Overlooked Is Definitely The Education Of Children. Imparting Quality Education Has Become A Challenge During This Pandemic. This Paper Thoroughly Analyses The Challenges The Indian Society Is Going Through In Providing Quality Education To The Children, While At The Same Time, Working Hard To Bring Back The Situation Under Control. Some Of The Issues Related To The Provision Of Quality Education That The Paper Discusses Are, Missing Out Of Potential Population, Health Related Problems In Due With The Changing Trends In Education, Psychological Strains, Financial Crisis, And An Inability To Provide A Conducive Environment For Teaching - Learning Process. The Paper Also Suggests Ways To Deal With The Issues Of Education And Student Behavior, In The Perspective Of Professional Social Work. [ABSTRACT FROM AUTHOR]

Given that learning has become a core element in addressing the ever‐increasing complexities in public sector accountability, we investigate two issues in this paper: (a) how learning was involved in the process of disseminating a competency framework (CF) in four state departments in Kerala, India; and (b) an analysis of the challenges involved in this process, using the theoretical insights from learning accountability. Although the CF would revitalise governance and accountability mechanisms by establishing a conducive environment for administrators to learn in, the nuances of the existing administrative structure limited the scope of this learning exercise. The CF in Kerala generated fear, tension, and resistance amongst the administrators, due to a perceived gap between the very objectives of the CF and the administrative settings, in which learning was insignificant. The paper argues that imposing public administrators' accountability reforms, such as the CF, would be meaningless until an emphasis is placed on learning accountability. Furthermore, there is a need to "unlearn" or "discard" the prevailing traditional learning and accountability practices; unless this is achieved, a conducive environment for learning accountability cannot be institutionalised, nor can reforms such as the CF be materialised. [ABSTRACT FROM AUTHOR]

This paper examines the link between decentralisation in school management and student achievement levels in secondary schools in India. It employs observational data from two school surveys conducted as part of the Young Lives project in the southern Indian states of Telangana and Andhra Pradesh to create a measure of decentralisation as a latent construct. The relationship between decentralisation and students' abilities in mathematics and English is measured using linear mixed effects models. Contrary to the expectations in much literature, we find a negative association between decentralisation and students' scores on Maths and English assessments, even when controlling for a variety of individual and school characteristics. The results from the analysis therefore problematises decentralisation initiatives such as school-based management to improve student achievement. [ABSTRACT FROM AUTHOR]

The growing healthcare industry and the demand for a skilled workforce in India lead many students to enroll in medical and healthcare professional programmes. Pharmacy programmes in India prepare the students to deal with emerging opportunities in healthcare. Being a country with a great diversity of approaches, and the expectations of students from Generation Z, pharmacy education in India has an opportunity for rejuvenation to engage students in active learning. Educationalists and policymakers can explore to engage the current generation of students, who have a motivation to intervene with institutions and authorities. 'Students as Partners' is an emerging concept re-positions students as active partners to enrich students' learning experiences. There are four areas of partnership within the 'Students as Partners' conceptual model; these are 'Teaching and learning including assessment', 'Subject-based research and inquiry, 'Scholarship of teaching and learning', and 'Curriculum design and pedagogic consultancy'. The perceptions and willingness of stakeholders toward student engagement through the partnership will be the key to the success of the 'Students as Partners' concept in India. To promote student-centered active learning in pharmacy programmes, institutions and academic staff can consider strategies to engage students in their learning process. This paper discusses how the students as partner concept can be implemented in the Indian Pharmacy education setting to enhance students' learning experiences. [ABSTRACT FROM AUTHOR]

This paper explores technology integration and the role of teacher beliefs in this integration to assess a 'smart-class' initiative that was introduced in 3173 Grade 7–8 classrooms of 1609 public schools in India in 2017. It first reports on the impact of the initiative at the end of its first year, using a sample of 2574 children drawn from 155 project schools and 155 non-project schools. A two-level multivariate analysis did not indicate any significant effect of the project on student subject knowledge, attitude towards subject and subject self-efficacy beliefs. A follow-up interpretive study that used the open-ended responses of 170 project teachers and four in-depth case studies revealed that the e-content supplied supported some traditional beliefs of teachers while challenging others; the latter, however, led to resistance that hindered learning processes. Thus, both support and challenge seem to have led to a reproduction of the traditional classroom, resulting in no significant differences in outcomes between project and non-project classrooms. The paper calls for greater awareness among content developers of how their beliefs can subvert technology integration, and for supportive professional development of teachers that will help them incorporate technology in their pedagogical practice. [ABSTRACT FROM AUTHOR]

School library is regarded as the hub of all the teaching learning process of an institute. It provides the full range of print and not print material to the staff and the students to support teaching learning and other educational functions. This article deals with an analytical approach to user base studies of 235 Libraries of Kendriya Vidyalaya Sangathan - KVS. KVS is a pioneer and well established school education system governed by the Government of India under the Ministry of Human Resource and Development. The paper discussed about the main objectives of KVS libraries, computerisation, man power, services, infrastructure, available for the students and staff. Paper also presents the study about open access, purchasing procedure, library operation, library collection, staffing, library activities etc. Online and other library work also evaluated in the study. The evaluation of status and services is based on various guidelines formulated by National and International agencies. The present work refers various policies like ALA, IFLA/UNESCO, UK School Library Association CBSE, MHRD and KVS. On the basis of analysis various suggestions and recommendations are also included at the end of this research paper. [ABSTRACT FROM AUTHOR]

The study examines differences in learning outcomes across Indian states over ten years from 2009 to 2018. Even today, some states exhibit learning outcomes that are appallingly low and children face disproportionate disadvantages. The paper finds that most of the states show a downward movement of learning achievement over the study period. The fixed effects model is used to understand how the learning indicators are associated with the school infrastructure and the socio-economic background of the state. The regression analysis underscores the importance of female literacy rate, social background and NSDP per capita to predict learning outcomes among children from rural India. We find evidence in favour of σ-convergence in mathematics achievement but not in reading achievement. Also, Indian states exhibit the presence of absolute and conditional β-convergence in the learning indicators. [ABSTRACT FROM AUTHOR]

Rapid growth of e-learning has proven that it is one of the finest ways of learning in the contemporary world as synchronous and asynchronous interactive sessions are convenient for the learners and hence, it is improving with time. Most of the Schools and institutions understood the importance of e-learning and adopted it on a wide scale so that they can provide quality learning online from their home. With further technological advancements, it became necessary to be updated with the current technological aspects which are helpful in order to stand out in such a tech-savvy world. This paper helps to identify the factors determining student’s satisfaction towards online study for students studying in various schools and further, to determine the effect of these dimensions on students’ preference towards using online platforms. Structured questionnaire was used to conduct survey in Kolkata, Mumbai, Delhi and Chennai in India. 250 responses were collected from the students of various schools. From the study, it has emerged that three factors have been identified, that is “Knowledge”, “Mixed Learning” and “Cognizance”. It has also been found that dimensions, mixed learning and knowledge have significant impact over students’ preference towards using online learning platforms. In the present study, data has been taken only from different metropolitan cities. Thus, for the greater representation of samples, few more cities needed to be selected for pan India understanding whether school students prefer virtual classrooms. [ABSTRACT FROM AUTHOR]

The impact study conducted in a residential engineering university in rural India evaluated the effect of blended learning (BL) on the Engineering students' learning experience and effectiveness. Data collected through the post-course student survey and students' performance scores in the end-of-semester examination helped in understanding students' perceptions on blended learning and analysing blended learning effectiveness. Though the t-test results of achievement comparison between BL students and non-BL students' were mixed; the perceptions of students leaned in favour of blended learning. This paper presents the Engineering students' perceptions towards blended learning experience and effectiveness of their teachers' blended instructional practices and the correlation between students' blended learning satisfaction and achievement. [ABSTRACT FROM AUTHOR]

The paper examines how academic self-efficacy influences self-regulated learning and also conversely about how self-regulated learning influences academic self-efficacy among postgraduate women students in Bengaluru, India. It is a step in the direction of employment preparedness as an empowering learning process, as both self-regulated learning and academic self-efficacy influence career goal clarity, which in turn affects employability. The findings of the study reveal that self-efficacy and self-regulated learning are mutually influential. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals set a triple educational objective: improve access to, quality of, and gender equity in education. This paper documents the effectiveness of a multifaceted educational program, pursuing these three objectives simultaneously. Using an experiment in 229 schools in rural Rajasthan (India), the study measures the effects of the program on students' school participation and academic performance over two years, while also examining heterogeneous impacts across gender and initial learning ability. It finds that the program increased student enrollment, with the largest effects among girls (7.2 percent in the first year, 12.8 percent in the second). There were large learning gains of 0.329 standard deviations (SDs) in the first year and 0.206 SDs at the end of the second year. The learning component of the intervention targeted both boys and girls – boys and girls benefited equally from the program in terms of test score gains. [ABSTRACT FROM AUTHOR]

The spread of Covid-19 pandemic has drastically disrupted every aspects of human life. One of the most crucial parts of human life is education.COVID-19 has created an unprecedented test on the system of education. In various institutions of learning around the globe, campuses are shutdowns and teaching-learning process has moved online instead of face to face. Internationalization has displayed quite down considerably. Nearly thirty two crore learners blocked to go in the institutions of learning and all tasks have come to a close in almost all the educational institutions. In spite of all these issues, the Institutions of higher learning have worked hard with positivity and handled the situation to ensure the continuance of research work, teaching and learning process, examinations & other services to the mankind with an appropriate methods during this epidemic COVID-19. In this paper an attempt has been made by the researcher to highlight the major impacts of Covid-19 pandemic on Indian higher education system. Some suggestive measures arose by the institutions of higher learning as well as higher authorities-Government of India to give flawless educational opportunities during the pandemic are also discussed. The author has made some suggestions for to educational pursuits be executed during this epidemic. [ABSTRACT FROM AUTHOR]

Education is the process of learning that runs through a person's entire life, from birth to death. It can also be said that education is a social process that encourages people to engage in developmental activities. Academic stress and anxiety can be caused by the learning process. The present study was conducted to find out the factors influencing academic stress and anxiety among 1200 school going girls (600 each for stress and anxiety) in Sagar, Madhya Pradesh, India. A pre-tested semi-structured questionnaire, focus group discussion and observation tool were used for collecting information and a standardized psychological instrument was used for assessing academic stress and anxiety. The present study shows that in addition to studies, family problems, domestic violence, emotional peer pressure and health problems have a significant impact on academic stress and anxiety. More attention should be paid to understanding the need for a studentand teacher friendly environment at school as well as a positive environment at home so that students' academic stress and anxiety can be reduced. [ABSTRACT FROM AUTHOR]

Emotional Intelligence (EQ) is the capacity for identifying, evaluating, controlling, and effectively expressing emotions. A person with a high EQ is better at communicating, managing anxiety and stress, resolving conflicts, improving relationships, empathizing with others, and overcoming life's obstacles. Emotional intelligence has an effect on life quality since it has an effect on human behavior and relationships (McPheat, S. 2010). Developing a high EQ can assist determine our success; it can also influence our choices by opening us possibilities we would not have explored before. The way your child controls his or her emotions has an effect on everything from his or her connections with peers to academic success. Students who have a greater level of emotional intelligence are better able to control their emotions and are more empathetic toward others. This can assist them in developing more self-motivation and more effective communication skills--both of which are necessary for kids to develop into more confident learners. On the other hand, students who lack emotional intelligence may develop a lack of connection to school, which can have a detrimental effect on academic success. The purpose of this paper is to examine college students' perspectives on emotional intelligence in higher education. Globally, numerous changes in the educational system have created new demands for teachers. Nowadays, instructors serve as a mentor as well as an authority figure in the classroom. Thus, emotions are crucial to the teaching and learning processes. The article accentuates Emotional intelligence being neither a polar opposite of intelligence nor the conflict between the mind and the heart; rather, deems it to be a singular junction of the two. This research articulates the key role of emotional intelligence in the academic process from the student's or learner's perspective (Stys, Y. & Brown, 2004). [ABSTRACT FROM AUTHOR]

The objective of this paper is to highlight the readiness of insurers in line to industry 4.0, and the opportunities that it brings for the Insurers. Most of the insurers in India face a definite challenge due to the legacy elements in their IT landscape. The paper outlines and highlights the solution options for insurers so that they may take timely decisions on modernization. The traditional transformation journeys were typically IT-driven, and the author from his learning has highlighted the elements that the Insurers need to consider for successfully achieving this transformation. [ABSTRACT FROM AUTHOR]

English, the associate official language of India, is widely used as the medium of instruction at the tertiary level of education. In the context of globalization, English has become an inevitable part of a learner's academic and social career. The learners are expected to exhibit their language competence apart from their subject knowledge. This being the case, a contrast scenario is prevailing in most of the arts and science colleges in the rural areas. The learners reproduce the content through rote learning, even in the case of BA English literature students. This paper focuses on the impact of rote learning at the tertiary level and explores the possible alternatives that can be offered to the learners in the ESL context. [ABSTRACT FROM AUTHOR]

The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing “capable learners”. In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners’ cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability. [ABSTRACT FROM PUBLISHER]

Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users' perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning. [ABSTRACT FROM AUTHOR]

The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters. [ABSTRACT FROM AUTHOR]

This paper attempts to place the issue of cross-state learning and borrowing experiences in service delivery in India in the specific context of political incentives in India's federal democracy as well relating it to the findings of the comparative literature on subnational policy diffusion in federal systems. It presents four types of borrowing experiences from a selection of six case studies of the past few years, and point towards ways in which learning/borrowing across states can be usefully incorporated into policy. [ABSTRACT FROM AUTHOR]

Increasing globalization has led to the outsourcing of voice operations from Native-English-Speaking (NES) countries to organizations in non- Native-English-Speaking (nNES) countries such as India and the Philippines, thus creating a demand for an entirely new line of training professionals, voice and accent (VANC) trainers. The nNES employees' mother tongue has a significant influence on the Indian English (IE) accent and impacts the NES customers' overall perception and experience of the voice service encounter. The Indian BPM industry faces challenges in hiring nNES employees with a 'neutral' accent. VANC trainers struggle in their efforts to improve the accent of nNES new hires. The purpose of this paper is to present a synthesis of the extant literature, concluding with a six-step nNES new-hire training model to assist VANC trainers during their new-hire accent improvement training program, comprising Transformative Cultural (TC), Accent Analysis (AA), Accent Neutralization (AN), Accent Ratification (AR), Accent Familiarization (AF) and finally a Continuous Learning Process (CLP). [ABSTRACT FROM AUTHOR]

In this paper, we apply project management concepts and frameworks to the context of disaster resilience and examine how groups can increase the disaster resilience of a community. Based on our literature review and case study methodology, we develop a model that draws upon the relevant literatures in project management, operations management, disaster management, and organizational behaviour; we then compare that model with 12 disaster-related cases supported by four Non-Governmental Organizations (NGOs) in India. Our model measures disaster resilience using both an encompassing measure we refer to as Total Cost to Community (TCC) that captures the interrelatedness of level of recovery (deliverables), speed of recovery (time), and loss minimization (cost) at a community group level, as well as through learning (single domain or alternate domain). The model indicates that the external elements of the disaster management process (scale, goal complexity, immediacy, and stakeholder variance) influence the internal characteristics of disaster project management (information demands and uncertainty), which in turn influence disaster resilience. The level of community group processes (group strength, group continuity, and group capacity) also influences learning, both directly and indirectly, through internal characteristics of project management. In addition, the relationship between the external elements of disaster recovery and the internal characteristics of disaster project management is moderated by resources available. This model provides interesting new avenues for future theory and research, such as creating operations research models to identify the trigger points for groups becoming effective and exploring the quantification of TCC, a new construct developed in this research. Ultimately, this model can provide a roadmap for NGOs and government entities interested in building disaster resilience among micro-enterprises in vulnerable communities. [ABSTRACT FROM AUTHOR]

Large classes, i.e. classrooms with a large number of students, are becoming the norm at all levels of education. These classes have often been associated with a variety of problems, and this paper aims to examines the impact of large classrooms on higher education in India. The main purpose of this paper is to understand the current system of education, and suggest measures, if necessary, to maximise students' learning in large classes. A survey was conducted, and questions were posed to teachers and students to understand their thoughts and perceptions regarding large classrooms and to identify gaps which could be filled. While smaller classrooms may be beneficial to aspects like attitude towards learning, active participation, and immediate feedback, with some modification, these could be ensured in larger classes as well. These suggestions would help in enabling students to learn better and harness their skills to the maximum potential. [ABSTRACT FROM AUTHOR]

Background: Music learning induces significant neural changes, enhancing auditory, verbal, and visuospatial skills, IQ, and speech perception. Research studies reveal structural and functional brain plasticity due to music training in adults and children. While musical abilities are linked to formal training, the existence of "musical sleepers" with heightened speech perception without formal training is noteworthy in adults. This study addresses the gap in understanding such phenomena in children, exploring psychophysical abilities in musically adept children, and aiming to impact rehabilitation models. Materials and method: A pre-experimental study involved 164 typically developing children (mean age: 9.93) without musical training. Musical abilities were evaluated using the abbreviated version of Montreal Battery for Evaluation of Musical Abilities (MBEMA) test in DMDX software, covering melody, rhythm, and memory subtests. Psychophysical tests in MATLAB assessed temporal, frequency, intensity, timbre, and binaural resolution. Results: Using a median split based on MBEMA test scores (median: 42), 84 children exhibited poor musical abilities, while 80 showed good ones. Descriptive statistics for MBEMA scores and psychophysical tests were conducted. As data did not follow normal distribution, non-parametric inferential statistics were employed. Mann–Whitney U tests revealed significant differences favouring good musical abilities in all assessments: gap deduction (p = 0.01), pitch discrimination at 500 Hz and 4 kHz (p = 0.00), intensity discrimination at 500 Hz (p = 0.00) and 4 kHz (p = 0.01), profile analysis (p = 0.01), interaural level difference (p = 0.023), and interaural time difference (p = 0.038). Spearman correlation showed highest correlation with pitch discrimination at 500 Hz (r = − 0.538), 4 kHz (− 0.416), intensity discrimination at 4 kHz (r = − 0.367), and 500 Hz (r = − 0.311), profile analysis (r = − 0.313), interaural level difference (r = − 0.276), and gap deduction (r = − 0.235). All were significant (p < 0.01), except for the interaural time difference. Conclusion: Children excelling in music surpassed those with weaker abilities in psychophysical tasks. This echoes past research, underscoring auditory discrimination's influence on musical skills in untrained children. These results potentially support the concept of musical sleepers in children. Key predictors include pitch discrimination, while interaural time difference exhibited minimal correlation. Utilising such assessments may predict musical training outcomes for children with auditory disorders, but additional robust statistical investigation is necessary. [ABSTRACT FROM AUTHOR]

Background: The Knowledge Network project was launched in 2010 to build evidence on the HIV epidemic by using the data generated by HIV programme implementing organisations in India. This paper describes the implementation of the programme and the strategies adopted to enhance the capacity of individuals to document and publish HIV prevention programme learnings. Further, it discusses the outcomes of the initiative., Methods: A multipronged approach was adopted, where a group of experts were brought together to collaborate with programme implementing organisations, review available data, develop research questions and guide peer-reviewed publications. Further, scientific writing courses were conducted to support individuals from HIV programme implementing organisations as well as educational and government organisations (mentees) to build the documentation capacity of individuals leading programme implementation and current and future researchers. The impact and quality of evidence generated was measured by examining the number of papers published, the number of citations, and the number of papers with at least 10 citations. Additionally, course participants' responses to open-ended questions in the anonymous course evaluation questionnaires are presented as verbatim quotes., Results: Overall, 99 papers on HIV programmatic learnings from India were finalised under the programme, of which 95 have been published. In all, 67 papers were co-authored by mentees. Most papers were published in high-impact factor (1 or more) journals and 72% were cited at least once in the literature. The main themes documented include key populations' HIV risk, HIV risk of general population groups, HIV/STI service delivery models and community mobilisation interventions., Conclusion: The study demonstrates that an integrated approach, involving partnership, capacity-building and mentorship, can maximise the use of available data and build the evidence base on HIV programmatic learnings. The capacity-building model adopted in the programme can be used to build scientific writing and documentation capacity in other public health programmes that are implemented at scale.

Successful understudies are understudies who perform much preferable scholastically over their companions. While advantages to are being a successful understudy, for example, getting additional help from instructors, they likewise experience interesting difficulties like expanded recurrence of harassing. A large part of the exploration on this gathering of understudies depends on quantitative investigations led on members of Caucasian plummet. It is proposed that getting a superior comprehension of these successful understudies could be accomplished by figuring out their encounters through a subjective methodology. A singular's encounters and discernments can be impacted by social factors and directing examination with an Asian populace would assist better with understanding how factors which are all the more unequivocally accentuated in Asian culture, for example, obedient devotion and acquiescence to guardians add to the encounters of Asian successful understudies Education is viewed as basic for the advancement of the people, yet additionally for the improvement of local area and country. To achieve upgrades in all perspectives, and use present day and creative procedures and techniques, people need to produce mindfulness and improve their instructive abilities. The primary reason for this examination paper is to figure out the elements that impact the scholarly presentation of the understudies in auxiliary schools in India. In optional schools, there are various variables inside school and outside school that impact the scholastic presentation of the understudies. The fundamental regions that have been considered incorporate, factors impacting the scholarly exhibition of the understudies, scholastic execution and huge number of understudies in class, parental and related factors connecting with scholastic accomplishment, commitment of school factors towards the scholastic presentation of understudies, impact of destitution on scholastic accomplishment of understudies and different reasons for low scholarly accomplishment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students' perception toward the flipped approach in context of Indian management education. Design/methodology/approach: This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students' perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students' perception toward FCs. Findings: The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students' in-class involvement, comprehensive content understanding, students' academic performance, students' cognitive capabilities, collaborative learning environment and students' inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model. Research limitations/implications: The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams. Practical implications: The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students' learning and understanding needs. Originality/value: The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India. [ABSTRACT FROM AUTHOR]

Across the globe, the Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups. In India, it has had a significant and specific impact on the provision of schooling opportunities for children with disabilities. This paper provides a critical analysis of key developments in national policies and programmes and how these have shaped provision at the classroom level. Drawing on Nancy Fraser's conception of justice as an analytical tool, efforts towards inclusive education in India are explored through the interlinked ideas of redistribution, recognition and representation. Over the last two decades, there has been a significant increase in the numbers of children with disabilities being enrolled in schools, driven by factors including, positive legislation and the increased provision of aids and appliances, etc. However, little attention has been paid to the quality of teaching and learning, experienced by children with disabilities. Instead, efforts remain focused on assimilation into a mainstream system fraught with different challenges. Despite these issues, India is a powerful example of how the vision of inclusive education, as outlined in the Salamanca Statement, is feasible, especially if efforts build on contextual realities. [ABSTRACT FROM AUTHOR]

Responses to climate change that build on adaptive natural resource management conceptualise social learning processes as having the potential to form a key component of climate adaptation. Social learning processes represent a way of managing the inherent uncertainties and interconnectedness of adaptation issues through ongoing learning, iterative reflection, and change of responses over time. Although the theoretical case is emerging for social learning as adaptation, there is limited empirical evidence of how these processes play out as local governments engage in urban adaptation planning. This paper starts to address this gap by examining social learning processes in two cities in India. We show how the social learning processes interact with complex governance contexts in the two cities and how evidence of outcomes is emerging across individuals, networks, and systems. We go on to argue that there are several areas of social learning that need further theorisation to support its application in the urban context. First, theories of social learning need to allow for unequal power relationships to continue to shape learning processes and take into account structural and historical dynamics as well as relational forms of power. Second, the way that scale is understood needs to be reopened as a point of analysis to understand how scalar concepts are used by actors to frame and locate problems and solutions rather than being understood as fixed and immutable. [ABSTRACT FROM AUTHOR]